By examining the experiences of this group, our research aims to respond to criticisms of MBA education in the North American context, and to consider the implications for content and design that emerge from our findings. Specifically, with our sample of 280 mid-career students enrolled in a full-time, online MBA program, we examined what students expected to gain as a result of their MBA studies, how important the online program design was in their choice, the skills students expected to acquire and their perceived importance.
Choosing an MBA Program
Online MBA programs, because of their convenience and flexibility, are potentially more attractive to mid-career students, precisely those that are better suited, according to critics of the degree. Because of their work experience and intimate knowledge of practitioner challenges, these students presumably have better defined management education needs and expectations. Yet research on these topics, in large part, has not focused on North American mid-career online students, suggesting a need to better understand this particular group.
By examining the experiences of this group, our research aims to respond to criticisms of MBA education in the North American context, and to consider the implications for content and design that emerge from our findings. Specifically, with our sample of 280 mid-career students enrolled in a full-time, online MBA program, we examined what students expected to gain as a result of their MBA studies, how important the online program design was in their choice, the skills students expected to acquire and their perceived importance.
By examining the experiences of this group, our research aims to respond to criticisms of MBA education in the North American context, and to consider the implications for content and design that emerge from our findings. Specifically, with our sample of 280 mid-career students enrolled in a full-time, online MBA program, we examined what students expected to gain as a result of their MBA studies, how important the online program design was in their choice, the skills students expected to acquire and their perceived importance.
